Service Learning

Additional Info:
Educational theorist Richard Kiely highlights the central importance of “high intensity dissonance” in successful international service-learning. This essay applies Kiely’s model of dissonance and transformative learning to Intercordia, an international service-learning program offered at the University of St. Michael’s College and the University of Toronto, in partnership with the Non-Governmental Organization (NGO) Intercordia Canada. By placing its students in situations of significant vulnerability and weakness, the Intercordia program attempts to problematize familiar assumptions about the otherness of oppressed persons and thereby encourage an authentic sense of belonging across boundaries of difference. The results, as reported by participants in the program, are quite profound. At the same time, the program design invites critical questions about how, and to what extent, such transformative experiences of dissonance should be scripted for students as an expected and desired result of their international service.

Additional Info:
This book focuses on partnerships at the most basic level of interaction – between two people as they work toward common goals. Interpersonal dynamics described in this book are intended to guide formal and institutional relationships between members of a community or community organization on the one hand and representatives from campus on the other. Collaborative communication principles and practices shared can form a foundation for individuals to build flexible, lasting relationships that will weather most challenges and sustain the larger partnerships of their respective organizations.

This book offers a conceptual framework of collaborative communication to build and sustain partnerships, recognizing that relationships change over time as the people involved and their circumstances evolve. Collaborative communication uses a repertoire of knowledge and skills that allow partners to make choices that fit their situation or context and to work through differences and challenges as they occur, to include managing conflict and navigating cultural differences. It further takes into account the different means of communication, whether face-to-face, using e-mail, text messaging, or social media. Readers will appreciate the numerous real world examples that illustrate and bring its key concepts to life.

This book is addressed to partners at all levels focused on community engagement and service-learning. It is intended for preparing college students to work more effectively in the community, as well as for workshops for community and campus members who work with service-learning students. It can equally be used in leadership workshops in academic and community settings. Scholars, students, or community members involved in community engaged research will also find useable ideas for their work.

The appendices offer an annotated bibliography of useful resources and provide readers with a repertoire of activities for building a collaborative communication repertoire. (From the Publisher)

Table Of Content:
Foreword, Cathy Burack

Acknowledgements

Introduction

Ch 1. Thinking About Ourselves and Our Partnerships
Ch 2. Community Engagement and Partnership
Communication
Ch 3. The Collaborative Communication Framework
Ch 4.Practices and Processesfor Collaborative Communication
Ch 5. Leadership in a Changing World
Ch 6. Navigating Cultural Differences while Preserving
Relationships
Ch 7. Dealing with Partner Differences and Conflicts
Ch 8. Creative Change for Future Community Engagement

Appendix: Learning Activities

Annotated Bibliography

References

About the Author

Index

Additional Info:
Numerous studies have chronicled students lack of trust in large social institutions, declining interest in politics, and decreasing civic skills. This book is a comprehensive guide to developing high-quality civic engagement experiences for college students. The book defines civic engagement and explains why it is central to a college education. It describes the state of the art of education for civic engagement and provides guidelines for designing programs that encourage desired learning outcomes. In addition, the book guides leaders in organizing their institutions to create a campus-wide culture of civic engagement. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Authors
Introduction

ch. 1 Civic Engagement in Today’s Higher Education: An Overview
ch. 2 What We Know about Civic Engagement among College Students
ch. 3 Educating Students for Personal and Social Responsibility: The Civic Learning Spiral
ch. 4 Civic Engagement in the First College Year
ch. 5 Engaging General Education
ch. 6 The Influence of Integrative and Interdisciplinary Learning on Civic Engagement
ch. 7 Capstone Experiences
ch. 8 Enhancing Intercultural Competence through Civic Engagement
ch. 9 Leadership Education and the Revitalization of Public Life
ch. 10 Moving from Service-Learning to Civic Engagement
ch. 11 Community-Based Undergraduate Research: Collaborative Inquiry for the Public Good
ch. 12 Global Civic Engagement
ch. 13 Securing the Future of Civic Engagement in Higher Education

Index

Additional Info:
A relative newcomer in higher education, service-learning nevertheless has caught on at campuses across the country. While thousands of students, teachers, and community partners are realizing the benefits of this experiential form of education, many others still have questions, particularly, "What exactly is service-learning?" and "How can I do it effectively?" This volume of New Directions for Higher Education answers both questions, beginning with a brief overview and then presenting a series of chapters on getting started, promoting reflection, and otherwise making service-learning work effectively in a variety of settings, from liberal arts colleges to research institutions. Both newcomers and veterans will appreciate the clear, practical advice on such matters as finding community partners, reaching diverse populations, and integrating service-learning and research. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Why Service-Learning? (Bruce W. Speck)
ch. 2 A Smart Start to Service-Learning (Maureen Shubow Rubin)
ch. 3 Service-Learning Is for Everybody (Robert Shumer)
ch. 4 Creating Your Reflection Map (Janet Eyler )
ch. 5 The Internet in Service-Learning (Mark Canada)
ch. 6 A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships (Barbara A. Holland)
ch. 7 The National Society for Experiential Education in Service-Learning (Lawrence Neil Bailis)
ch. 8 Advancing Service-Learning at Research Universities (Andrew Furco)
ch. 9 How Professors Can Promote Service-Learning in a Teaching Institution (Kathy O'Byrne)
ch. 10 Humanistic Learning and Service-Learning at the Liberal Arts College (Edward Zlotkowski)
ch. 11 Additional Resources (Elaine K. Ikeda)

Index

Additional Info:
Service-Learning is an engaged pedagogy, premised on experiential education as the foundation for intellectual, moral, and civic growth

Additional Info:
Education partnerships are central to – and often a requirement of – most education reform initiatives promoted by state and local governments, by foundations, and by business funders. Many fail for failure to understand the dynamics of their complex relationships.

This book provides insights and guidance to enable prospective and existing education partners to develop answers to the questions that are critical to success: Why engage in this partnership? How can you communicate the potential benefits of partnership to motivate teachers, faculty, administrators, and community members? How do you select the best organizational structure and procedures for a partnership? How can you maintain open, deliberative discussion while respecting different histories and cultures? How can you produce compelling evidence that the partnership is worthwhile?

Based on their observation of a five-year-long publicly funded partnership, research data, and the literature, the authors identify the principles that they consider critical to answering these questions. The authors do not minimize the differences and complexities inherent in partnership work, because they believe that doing so would be to present coherence and homogeneity where none exists. Instead, they seek to make evident how these principles underlie many different partnership situations. Thus, rather than presenting a package of best practices, or a cookie-cutter approach, this book presents the organizational principles for planning and implementing education partnerships, along with sets of strategies for working through them.

The authors present the diagnostic tools for undertaking a deliberate and research-based approach to planning, designing, and managing a partnership. By surfacing participants’ often-differing motivations, and the practices and assumptions they bring to the table, the book provides the foundation for developing a constructive relationship. In scope, the book extends beyond school-university partnerships to include schools’ collaboration with state and local governments, nonprofit organizations, and the business sector. (From the Publisher)

Table Of Content:
Introduction: The Challenge and Promise of Education Partnerships

Part One: Getting Ready for Partnership
ch. 1 Shall We Dance? Convening a Pre-Partnership Planning Group
ch. 2 Sizing Up Organizational Aspirations and Attributes
ch. 3 Understanding Cultural Dynamics
ch. 4 Crossing Organizational and Cultural Boundaries

Part Two: Designing A Partnership
ch. 5 Types of Organizational Structures for Partnership
ch. 6 Administration and Leadership
ch. 7 Effective communication systems

Part Three Implementing Partnerships
ch. 8 Designing the work
ch. 9 Developing and Managing Working Groups
ch. 10 The Key Roles of Trust and Managing Conflict

Appendix A: Methodology

Additional Info:
This paper explores the possibilities and challenges inherent in employing community service-learning as a pedagogy for engaging undergraduates in theology and religious studies courses that contribute to racial reconciliation. The paper summarizes research from the scholarship of teaching and learning on best practices for structuring service-learning projects and processes that hold the possibility of students' genuine engagement with issues of race and the wisdom of the Catholic tradition.

Additional Info:
In The Spirit of Service , the contributing authors explore the intersection of faith, service, and social justice in higher education. Reflecting upon the role that higher education plays in preparing future generations of citizens and leaders, this book asserts that spirituality and values necessarily involve one's person—and that educators must begin to connect student learning with the human experiences of faith, service, and commitment to social justice.
Each of the authors describes a teaching experience in order to critically reflect upon the divide in academic culture between responsible, rigorous, intellectual competence and personal values. The authors' lessons in success and failure are meant to provide guidance for all institutions that are committed to preparing young students to lead lives of leadership and civic engagement. Divided into three parts, this book:
* Explores the meaning, practice, and implications of religions or spiritually motivated service
* Offers specific examples from faculty for integrating faith or spiritual perspectives with service, including what has worked and what dilemmas remain
* Focuses on specific dilemmas and implications for engaging in service for social justice
Containing a wealth of practical suggestions and strategies, The Spirit of Service represents a conversation in progress; it is an attempt to understand how to help undergraduates integrate service and spirituality for the purpose of social justice. (From the Publisher)

Table Of Content:
About the Authors
Foreword
Acknowledgements

Part I: Analyzing the Landscape
ch. 1 Why We Started and Why It Matters (Carolyn R. O'Grady and Brian T. Johnson)
ch. 2 Opportunities and Issues: Talking About Faith at a Church-Related College (Florence Amamoto)
ch. 3 The Role of Institutional Narratives, Foundational Documents, and Program Collaboration (Brian T. Johnson and Noreen Buhmann)

Part II: Practicing What We Preach
ch. 4 Teaching Toward Social Justice: Notes From a religion Classroom (Mary M. Solberg)
ch. 5 Faith, Social Justice, and Service-Learning in Environmental Studies: The Struggle for Integration (Mark Bjelland)
ch. 6 Are There Mexicans in Minnesota? Comments on Service-Learning and Lutheran Liberal Arts Education (Gaston A. Alzate)
ch. 7 Faith, Peace, and Politics: Dwelling in Discomfort (Loramy Gerstbauer)
ch. 8 Just Food (Lisa Heldke and Peg O'Connor)
ch. 9 Ora et Labor: Prayer and Service in an International Study Abroad Program(Jenifer K. Ward)

Part III: Getting to the Heart of the Matter
ch. 10 Fear of Disclosure in the Academic Milieu (Leila Brammer)
ch. 11 Speaking Truth to Power (Nadarajan Sethuraju)
ch. 12 Service-Learning for Social Justice: Moving Faculty From Personal to Pedagogical Commitment Through Faculty Development (Elizabeth R. Baer)
ch. 13 Deep Learning and the Big Questions: Reflection in Service-Learning (Chris Johnson)
ch. 14 Student Perspectives (Callista Brown Isabelle and Lillian Zumberge)
ch. 15 Conclusion: What We Know So Far (Brian T. Johnson and Carolyn R. O'Grady)

Index

Additional Info:
The Engaged Campus offers a set of emerging best practices and articulation of critical issues for faculty and administrators committed to developing, strengthening, or expanding majors or minors in community engagement at their respective institutions. (From the Publisher)

Table Of Content:
Foreword
Acknowledgements
Introduction

Part I Engagement in Action
ch. 1 Theory Matters: Articulating a Theoretical Framework for Civic Engagement (Tracey Burke, Tara Palmer Smith, and Diane Hirshberg)
ch. 2 Creating the Character, Culture, and Craft of Engagement (Sandra L. Enos)
ch. 3 Negotiating the Boundary between the Academy and the Community (Hollyce (Sherry) Giles)
ch. 4 Contending with Political and Cultural Campus Challenges ( Arthur S. Keene and John Reiff)
ch. 5 Process, Content, and Community Building (Keith Morton)
ch. 6 The Politics of Engagement (Mary Beth Pudup)
ch. 7 Measuring the Impact of Community Service Learning (Scott Seider and Sarah Novick)
ch. 8 Building in Place (Talmage A. Stanley)

Part II Reflecting on the Future of Community Engagement
ch. 9 A New Hull House? The Monumental Challenge of Service-Learning and Community Engagement (Peter Levine)
ch. 10 Disciplining Higher Education for Democratic Community Engagement (Ariane Hoy, Mathew Johnson, and Robert Hackett)
ch. 11 De Tocqueville Rediscovered: Community-Based Civic Engagement (Elizabeth L. Hollander)

List of Contributors
Index

Additional Info:
This volume, seventh in the Service-Learning in the Disciplines Series, explores the important lessons women's history and women's studies hold for the broader service-learning community and the critical opportunity for women's studies to reconnect with its activist past. The book includes essays with real examples of service-learning projects in women's studies and lists an extensive bibliography of service-learning and women's studies sources. (From the Publisher)

Table Of Content:
Part One: Theory and History
On Critical Thinking and Connected Knowing (Blythe McVicker Clinchy)
Educating the Artist: A Political Statement (S.A. Bachman, with D. Attyah)
A Feminist Challenge to Community Service: A Call to Politicize Service-Learning (Tobi Walker)
The History of Women and Service in the United States: A Rich and Complex Heritage (Helen Damon-Moore)
Service-Learning and Women's Studies: A Community College Perspective (Karen Bojar)

Part Two: Educating For Action
The "Different Voice" of Service (Catherine Ludlum Foos)
Learning Across Boundaries: Women' Studies, Praxis, and Community Service (Mary Trigg and Barbara J. Balliet)
Women's Studies and Community-Based Service-Learning: A Natural Affinity (Patricia A. Washington)
Educated in Agency: Student Reflections on the Feminist Service-Learning Classroom (Melissa Kesler Gilbert)
The Urban Educational Initiative: Supporting Educational Partnerships With Young, Urban Girls (Kimberly Farah and Kerrissa Heffernan)

Part Three: Narrating The Journey
Women, AIDS, and Social Justice: An Autobiography of Activism and Academia (Sally Zierler)
TCBY in Limón, Costa Rica: Women's Studies and the (Re)construction of Identity in International Service-Learning (Debra J. Liebowitz)
"Civic Character" Engaged: Adult Learners and Service-Learning (Eve Allegra Raimon and Jan L. Hitchcock)
Resolving a Conundrum: Incorporating Service-Learning Into a Women and the Law Course (Mary Pat Treuthart)

Bibliography

Additional Info:
This book discusses race and its roles in university-community partnerships. The contributors take a collaborative, interdisciplinary, and multiregional approach that allows students, agency staff, community constituents, faculty, and campus administrators an opportunity to reflect on and redefine what impact African American identity-in the academy and in the community-has on various forms of community engagement. From historic concepts of "race uplift" to contemporary debates about racialized perceptions of need, they argue that African American identity plays a significant role. In representing best practices, recommendations, personal insight, and informed warnings about building sustainable and mutually beneficial relationships, the contributors provide a cogent platform from which to encourage the difficult and much-needed inclusion of race in dialogues of national service and community engagement.

"This book validates the African proverb 'it takes a village to raise a child.' The topics are right on the mark and highlight the benefits of service-learning as an instrument of individual and community involvement and empowerment." - Festus E. Obiakor, coeditor of Culturally Responsive Literacy Instruction (From the Publisher)

Table Of Content:
List of Tables
Preface: Using History, Experience, and Theory to Balance Relationships in Community Engagement
Acknowledgments
Introduction: Characteristics of Engagement: Communicated Experiences of Race, Universities, and Communities

Part 1 Community Service, Volunteerism, and Engagement
ch. 1 The Community Folk Art Center: A University and Community Creative Collaboration (Kheli R. Willetts)
ch. 2 An African American Health Care Experience: An Academic Medical Center and Its Interdisciplinary Practice (Kendall M. Campbell)
ch. 3 African American College Students and Volunteerism: Attitudes toward Mentoring at a Title I School (Joi Nathan)
ch. 4 Prejudice, Pitfalls, and Promise: Experiences in Community Service in a Historically Black University (Jeff Brooks)

Part 2 Community Service-Learning
ch. 5 Can the Village Educate the Prospective Teacher? Reflections on Multicultural Service-Learning in African American Communities (Lucy Mule)
ch. 6 Sowing Seeds of Success: Gardening as a Method of Increasing Academic Self-Efficacy and Retention among African American Students (August Hoffman, Julie Wallach, Eduardo Sanchez, Richard Carifo)
ch. 7 A Service or a Commitment? A Black Man Teaching Service-Learning at a Predominantly White Institution (Troy Harden)
ch. 8 Racial Identity and the Ethics of Service-Learning as Pedagogy (Annemarie Vaccaro)
ch. 9 "We'll Understand It Better By and By": A Three-Dimensional Approach to Teaching Race through Community Engagement (Meta Mendel-Reyes, Dwayne A. Mack)

Part 3 Community-Based Research
ch. 10 Black Like Me: Navigating Race, Gender, Research, and Community (Fleda Mask Jackson)
ch. 11 A Partnership with the African American Church: IMPACT and S.P.I.C.E.S. For Life (Micah McCreary, Monica Jones, Raymond Tademy, John Fife)
ch. 12 "I Have Three Strikes Against Me": Narratives of Plight and Efficacy among Older African American Homeless Women and Their Implications for Engaged Inquiry (Olivia G. M. Washington, David P. Moxley)
ch. 13 A Culturally Competent Community-Based Research Approach with African American Neighborhoods: Critical Components and Examples (Richard Briscoe, Harold R. Keller, Gwen McClain, Evangeline R. Best, Jessica Mazza)
ch. 14 Community Engagement and Collaboration in Community-Based Research: The Road to Project Butterfly (GiShawn Mance, Bernadette Sanchez, Niambi Jaha-Echols)

Final Word: African Americans and Community Engagement: The Challenge and Opportunity for Higher Education
List of Contributors
Index

Additional Info:
This new revised edition of our bestselling book brings together the best, most up-to-date writing and resources on service-learning, from learning theory and pedagogy to practical guidance on how to implement service-learning in the classroom. This edition reflects the tremendous growth in service-learning that has occurred since the first Toolkit was published in 2000. In addition to updated material throughout, this volume includes expanded chapters on community partnerships, student development, and redesigning curriculum, as well as two new chapters—one exploring the connection between service-learning and civic engagement and the other focusing on community-based research. Revised and expanded recommended reading lists, broken down by topic, bring readers a wealth of print and online resources for further study. The Introduction to Service-Learning Toolkit is an essential resource for faculty and administrators who wish to be part of the growing movement toward civic engagement in higher education. (From the Publisher)

Table Of Content:
Introduction to the Second Edition (Steven Jones)

ch. 1 Definitions and Principles
ch. 2 Service-Learning Definitions and Principles of Good Practice
ch. 3 Service-Learning: A Balanced Approach to Experiential Education (Andrew Furco)
ch. 4 At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000, Third Edition (Janet S. Eyler, Dwight E.Giles, Jr., Christine M. Stenson, and Charlene J. Gray)
ch. 5 Service-Learning Resources on the Web
ch. 6 Definitions and Principles: Recommended Reading
ch. 7 Learning Theory
ch. 8 Service-Learning Practice: Developing a Theoretical Framework (Dick Cone and Susan Harris)
ch. 9 Toward a Theory of Engagement: A Cognitive Mapping of Service-Learning Experiences (Kerry Ann Rockquemore and Regan Harwell Schaffer)
ch. 10 Learning Theory: Recommended Reading
ch. 11 Pedagogy
ch. 12 Academic Service Learning: A Counternormative Pedagogy (Jeffrey P.F. Howard)
ch. 13 Pedagogy and Engagement (Edward Zlotkowski)
ch. 14 Pedagogy: Recommended Reading

ch. 15 Reflection
ch. 16 Reflection in Service Learning: Making Meaning of Experience (Robert G. Bringle and Julie A. Hatcher)
ch. 17 Reading, Writing, and Reflection (David D. Cooper)
ch. 18 Reflection: Recommended Reading
ch. 19 Redesigning Curriculum
ch. 20 Community Service Learning in the Curriculum (Jeffrey Howard)
ch. 21 Course Organization (Kerrissa Heffernan and Richard Cone)
ch. 22 Model Syllabi
ch. 23 Redesigning Curriculum: Recommended Reading
ch. 24 Model Programs
ch. 25 From Accreditation to Strategic Planning: An Administrator?s Interpretation of Service Learning (Erin Swezey)
ch. 26 Rediscovering Our Heritage: Community Service and the Historically Black University (Beverly W. Jones)
ch. 27 Model Programs: Recommended Reading
ch. 28 Student Development
ch. 29 Long-Term Effects of Volunteerism During the Undergraduate Years (Alexander W. Astin, Linda J. Sax, and Juan Avalos)
ch. 30 Comparing the Effects of Community Service and Service-Learning (Lori J. Vogelgesang and Alexander W. Astin)
ch. 31 Student Development: Recommended Reading
ch. 32 Civic Engagement
ch. 33 Civic Skill Building: The Missing Component in Service Programs? (Mary Kirlin)
ch. 34 The Service/Politics Split: Rethinking Service to Teach Political Engagement (Tobi Walker)
ch. 35 What Should Be Learned through Service Learning? (Michael X. Delli Carpini and Scott Keeter)
ch. 36 What Is Good Citizenship? Conceptual Frameworks Across Disciplines (Richard M. Battistoni)
ch. 37 Civic Engagement: Recommended Reading
ch. 38 Civic Engagement Resources on the Web
ch. 39 Community Partnerships
ch. 40 The State of the ?Engaged Campus?: What Have We Learned About Building and Sustaining University-Community Partnerships? (Barbara A. Holland and Sherril B. Gelmon)
ch. 41 Higher Education/Community Partnerships: Assessing Progress in the Field (David J. Maurrasse)
ch. 42 Community Partnerships: Recommended Reading
ch. 43 Community-Based Research
ch. 44 Principles of Best Practice for Community-Based Research (Kerry Strand, Sam Marullo, Nick Cutforth, Randy Stoecker, and Patrick Donohue)
ch. 45 Community-Based Research: Recommended Reading
ch. 46 Assessment
ch. 47 An Assessment Model for Service-Learning: Comprehensive Case Studies of Impact on Faculty, Students, Community, and Institution (Amy Driscoll, Barbara Holland, Sherril Gelmon, and Seanna Kerrigan)
ch. 48 How Do We Know That Our Work Makes A Difference? Assessment Strategies for Service-Learning and Civic Engagement (Sherril B. Gelmon)
ch. 49 Assessment: Recommended Reading
ch. 50 Academic Culture
ch. 51 The Scholarship of Engagement (Ernest L. Boyer)
ch. 52 Factors and Strategies that Influence Faculty Involvement in Public Service, by Barbara A. Holland
ch. 53 Addressing Academic Culture: Service Learning, Organizations, and Faculty Work (Kelly Ward)
ch. 54 Uncovering the Values in Faculty Evaluation of Service as Scholarship (KerryAnn O?Meara)
ch. 55 Academic Culture: Recommended Reading
ch. 56 Promotion and Tenure
ch. 57 Promotion & Tenure: Introduction
ch. 58 Retention, Tenure and Promotion Policy and Process, California State University, Monterey Bay
ch. 59 Criteria, Documentation and Procedures for Reappointment, Tenure and Promotion, Office of the Provost and Vice President for Academic Affairs, Montclair State University
ch. 60 Policies and Procedures for the Evaluation of Faculty for Tenure, Promotion, and Merit Increases, Portland State University
ch. 61 Promotion and Tenure: Recommended Reading
ch. 62 Great Books for Further Reading

Additional Info:
Click Here for Book Review
Abstract: Practice, praxis, traineeship, internship, or practicum - these are all names for the specific arrangements where students from universities engage in real life experiences; in arrangements where they leave the secure tranquility of the university and enter into the chaotic world of work. Practicum is a very good way of learning, and it can be very interesting for all parties involved. The students appreciate it, even if it is cumbersome, frustrating, and requires a lot of work - work that is different from what they know in their previous encounters with the education system. This book asks a simple question in relation to practicum, paraphrasing Tom Paxton's song: What Did You Learn in the Real World Today? The question is asked without the irony of Paxton's original one, in order to find out what is learned in the practicum. The chapters in this book shed some light on this simple question. The question is confronted from philosophical and pedagogical perspectives, while investigating a number of cases of students' learning experiences in the real world. (From the Publisher)

Table Of Content:
Preface

ch. 1 "What did you learn in the real world today?" (Lars Bo Henriksen, David O'Donnell)
ch. 2 Epistemology and learning in practice (Mogens Pahuus)
ch. 3 About the logic of practice (Jörg Zeller)
ch. 4 Praxis, PBL and the application of knowledge (Lars Bo Henriksen)
ch. 5 Embodiment as the existential soil of practice. Philosophical reflections on the concept of practice as "doing" (Ulla Thøgersen)
ch. 6 PBL and stories of body in the hospital world (Lars Botin)
ch. 7 Inquiry in the swampy lowland (Merete Wiberg)
ch. 8 Engineering students in the real world - on-campus PBL (Lars Bo Henriksen, Johan Askehave)
ch. 9 The Aalborg PBL model and employability (Lone Krogh)
ch. 10 Lessons from the Euronet-PBL project (Pekka Kämääinen, Ludger Deitmer)
ch. 11 About the authors

Additional Info:
This essay explores intersections among Jesuit, Quaker, and feminist theologies and pedagogies of social justice education in order to propose and elaborate an innovative theoretical and theological framework for experiential learning in religious studies that prioritizes relationality, called erotic education. This essay then applies the relational rationale of erotic education to interpret the author's design of a service or community-based learning component in a course about contemporary U.S. Christian social justice movements, offered in both religiously-affiliated and religiously-inspired liberal arts colleges. The course case study not only chronicles the author's evolving pedagogical praxis as a feminist theologian teaching in Jesuit and Quaker institutions, but also is grounded in how the author's course embodies erotic education, that is, how specific objectives, learning practices, and assignments build and bolster relationships among students (in peer-to-peer small groups inside and outside the classroom) as well as among students and their community sites. In developing this framework and implementing it within this particular course, the author argues that erotic education emphasizes the naming and training of our existential desires for interpersonal relations in order to upbuild not only the individual but also the common good.

Additional Info:
In this paper, I suggest that community-based learning can act as a “public space” for the exchange of religious and non-religious identities. By providing a space for the collaboration between religiously-affiliated Universities and non-religiously affiliated community partners, community-based learning offers the opportunity for the negotiation of what civic engagement means in a pluralistic society. This exchange can inform the conversation on the public role of religion by offering an example of how religious and secular communities can discover a common language through the realization of shared interests.

Additional Info:
Click Here for Book Review
Abstract: Service-learning in higher education combines students' academic coursework with their voluntary work, enhancing students' learning and benefiting the community. The key to unlocking the connections between the theory and practice of service-learning is critical reflection, which is examined in this book along with students' academic reflective writing and assessment. The power and dynamics of service-learning are explored through the construction of a theoretical paradigm and the assertion that it can be extended further to critical pedagogy. Critical Perspectives of Service-Learning in Higher Education takes a refreshingly critical and innovative look at service-learning, employing theoretical and empirical work to shed new light on this approach to education. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction
ch. 2 Contextualising Service-Learning
ch. 3 A Theoretical Paradigm for Service-Learning
ch. 4 Service-Learning as a Critical Pedagogy
ch. 5 Critical Reflection
ch. 6 Academic Writing in Service-Learning
ch. 7 Reflections in and on Assessment
ch. 8 Conclusion

References
Index

Additional Info:
The purpose of the study reported in this paper was to develop a working definition of service-learning, identify the best practices of service-learning in the context of Christian colleges and universities and, based upon that information, develop a model for replication. The study undertaken included: (a) examination of the findings of unpublished data from a survey on service-learning at 90 Christian colleges and universities and notes from a conference on service-learning at faith-based institutions; (b) a thorough review of the literature on service-learning and the mission and purpose of Christian higher education; and (c) interviews with practitioners from seven Christian colleges or universities that met prescribed criteria for best practices in service-learning, A content analysis resulted in a comprehensive definition of service-learning, key elements of best practices in service-learning, and a model which incorporates guidelines for Christian colleges and universities to use when developing service-learning programs. The comprehensive definition incorporates characteristics from previous definitions, but includes an added component of institutional support for service-learning. The best practices in service-learning in Christian higher education corroborate this finding and include key elements. The model for designing a service-learning program at a Christian college builds further upon the definition and best practices and includes eight guidelines. The model guidelines are meant to address the philosophical and practical implications in designing an effective service-learning course and program in Christian institutions of learning. The data from this study strongly suggest that Christian colleges and universities should implement service-learning as a means of furthering their faith-based missions through their curricula. (From the Publisher)

Additional Info:
Study used the Measure of Epistemology Reflection to explore impact of service-learning and social justice education on cognitive development. Results showed service-learning courses had a positive impact on cognitive development, while service-learning courses w/a social justice emphasis appeared to have more impact on students’ cognitive development than those without.

Additional Info:
Tenth in the Service-Learning in the Disciplines Series, this book shows how both peace studies and service-learning have been developing new ideas of how social learning takes place as a community process in conflict situations and what the dynamics of peace building are. The process has created a new niche in academia for preparing students to become social change agents. The enthusiasm of the contributors in this book gives the reader a new vision of what is possible on college campuses in community-based peace and service-learning at a time when there is a critical need for peace-building skills. (From the Publisher)

Table Of Content:
Part 1 "Conceptual Essays": "Moral Dimensions of Peace Studies: A Case for Service-Learning" (Kathleen Maas Weigert)
"Peace Studies, Pedagogy, and Social Change" (Robin J. Crews)
"Service-Learning as Education: Learning from the Experience of Experience" (Michael Schratz and Rob Walker)

Part 2 "Service-Learning in Peace Studies Programs": "Study, Act, Reflect, and Analyze: Service-Learning and the Program on Justice and Peace at Georgetown University" (Sam Marullo, Mark Lance, and Henry Schwarz)
"Justice and Peace Studies at the University of St. Thomas" (David Whitten Smith and Michael Haasl)
"Student Contributions to Public Life: Peace and Justice Studies at the University of San Francisco" (Anne R. Roschelle, Jennifer Turpin, and Robert Elias)
"Peace Building through Foreign Study in Northern Ireland: The Earlham College Example" (Anthony Bing)
"The International and National Voluntary Service Training Program (INVST) at the University of Colorado at Boulder" (James R. Scarritt and Seana Lowe)
"The Institute for Conflict Analysis and Resolution's Modest Experiment in Service-Learning" (Frank Blechman)
"Peaceful Intent: Integrating Service-Learning within a Master's in International Service at Roehampton Institute London" (Christopher Walsh and Andrew Garner)

Part 3 "Service-Learning Courses in Peace Studies": "Learning about Peace through Service: Introduction to Peace and Conflict Studies at the University of Colorado at Boulder" (Robin J. Crews)
"Learning about Peace: Five Ways Service-Learning Can Strengthen the Curriculum" (Martha C. Merrill)
"Hunger for Justice: Service-Learning in Feminist/Liberation Theology" (Michele James-Deramo)
"Service-Learning in Methods of Peacemaking at Earlham College" (Howard Richards and Mary Schwendener-Holt)
"Teaching Attitudes of Cultural Understanding through Service-Learning" (Mary B. Kimsey)
"A Mini-Internship in an Introductory Peace Studies Course: Contributions to Service Learning" (John MacDougall)
An annotated bibliography of Internet and World Wide Web resources and national and international organizations is appended.

(All papers include references.)

Additional Info:
What is reflection's role in service-learning? Reflection is a key component of service-learning; in fact, reflection is the link between the service and the learning.

Additional Info:
As academic service-learning continues to grow rapidly, practitioners are discovering a pressing need for solid empirical research about learning outcomes. Where's the Learning in Service-Learning? helps define learning expectations, presents data about learning, and links program characteristics with learning outcomes. It is the first book to explore the experience of service-learning as a valid learning activity. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments
The Authors

ch. 1 Identifying the Learning Outcomes of Service
ch. 2 Personal and Interpersonal Development
ch. 3 Understanding and Applying Knowledge
ch. 4 Engagement, Curiosity, and Reflective Practice
ch. 5 Critical Thinking
ch. 6 Perspective Transformation
ch. 7 Citizenship
ch. 8 Program Characteristics of Effective Service-Learning
ch. 9 Strengthening the Role of Service in the College Curriculum

Resource A College and University Participants in the Studies
Resource B Sample and Methods of the Studies
Resource C Survey and Interview Instruments
Resource D Survey Regression Tables: Impact of Service-Learning
Resource E Survey Regression Tables: Impact of Program Characteristics
Resource F Interview Regression Tables: Impact of Well-Integrated
Service-Learning
References
Index

Additional Info:
The Guide to Service-Learning Colleges and Universities is a wonderful resource for college-bound students interested in making a difference in their communities and gaining valuable hands-on experience while earning college credit. All institutions chosen for the Guide excel at providing students genuine service-learning experiences and programs.
The Guide contains a complete explanation of service-learning using licensed information from the National Service-Learning Clearinghouse, colorful articles from colleges and universities around the country, and exciting examples of how students from New York to Los Angeles and everywhere in between are becoming involved. Also included is a directory of all selected schools, admissions and service-learning contact information, easy-to-read college profiles, college fast facts, and course spotlights highlighting specific academic courses.
Everything students need to know about what service-learning is, how they can get involved, and which colleges excel at service-learning is found in this comprehensive student-friendly guidebook. (From the Publisher)

Table Of Content:
Introduction
Making the most of your life introduction

Part 1 What is service learning?

Part 2 Success in college and beyond
Articles and Spotlights from selected institutions
ch. 1 Putting service-learning on the map
ch. 2 The Bonner Program
ch. 3 Ignite your first-year experience
ch. 4 Live what you learn
ch. 5 Leaders of tomorrow lead today
ch. 6 Help your community and help yourself
ch. 7 Leading edge programs: Majors, minors, and certifications
ch. 8 Uniting academics and action
ch. 9 Providing real-world solutions with academic research
ch. 10 Proximity generates opportunity in urban neighborhoods
ch. 11 Finding creative ways to serve the needs of smaller communities
ch. 12 Faith, academics and service-learning
ch. 13 Turning concern into action - schools help rebuild the gulf coast
ch. 14 Historically black colleges and universities share a rich tradition of service and civic engagement
ch. 15 Serving the needs of local hispanic communities
ch. 16 Community colleges live up to their name
ch. 17 Be involved, no matter what your major
Directory of selected schools
Profiled schools

Index

Additional Info:
Service-learning in higher education symbiotically combines community service and academic study--that both fields strengthen in the union is one reason for the movement's increasing popularity. This comprehensive guide to service-learning in colleges and universities includes an A-Z of key terms and concepts, a print and electronic resource guide, a directory of opportunities, and more.

Table Of Content:
Preface
Introduction

ch. 1 Definitions and Terms and Concepts
ch. 2 Literature and Online Resources
ch. 3 Colleges and Universities with Service-Learning Programs or Courses
ch. 4 Service-Learning and Service Organizations, Associations, and Networks
ch. 5 Conferences, Colloquia, Institutes, and Academies
ch. 6 Awards, Scholarships, Fellowships, Internships, and Grants

App E-mail Questionnaire Used for Directory Entries
Bibliography
Index

Additional Info:
This book offers a comprehensive rethinking of the theory and practice of service-learning in higher education. Democratic and community engagement are vital aspects of linking colleges and communities, and this book critically engages the best practices and powerful alternative models in the academy. Drawing on key theoretical insights and empirical studies, Butin details the limits and possibilities of the future of community engagement in developing and sustaining the engaged campus. (From the Publisher)

Table Of Content:
List of Figures and Tables
Foreword
Preface

Part I Defining and Disturbing Service-Learning in Higher Education
ch. 1 Conceptualizing Service-Learning
ch. 2 The Limits of Service-Learning
ch. 3 The Possibilities of Service-Learning

Part II Institutionalizing Service-Learning in Higher Education
ch. 4 Disciplining Service-Learning
ch. 5 Majoring in Service-Learning?
ch. 6 The Futures of Service-Learning?

Part III Embracing a Scholarship of Engagement in Higher Education
ch. 7 Toward a Theory and Practice of Community Engagement
ch. 8 Living With(in) The Future: Higher Education Trends and Implications for Service-Learning

References
Index

Additional Info:

Additional Info:
This book provides a basic road map for addressing the critical ethical issues in service-learning in order to prepare students, faculty, and administrators for the sometimes difficult ethical dilemmas that arise during the service-learning process. Included is a synopsis of the theoretical context of moral decision-making and a proposed code of ethics for students, faculty, and administrators and a model of ethical decision-making, as well as a review of current literature on formative and summative assessment in service-learning and an overview of risk management. The book also offers examples of hypothetical dilemmas that consider several perspectives, followed by a set of questions to guide the reader through the model of ethical decision-making. (From the Publisher)

Table Of Content:
About the Authors
Foreword
Preface
Acknowledgements

Part I: Introduction
ch. 1. Overview of Service-Learning
ch. 2. Service-Learning Code of Ethics

Part II: Students
ch. 3. Service-Learning Code of Ethics for Students
ch. 4. Conflict Between Student Personal Commitments and Service-Learning Requirement
ch. 5. Confidentiality and Student Responsibility to Agency
ch. 6. Research and Informed Consent
ch. 7. Treating Service Recipients With Respect and Understanding Assignment Limitations
ch. 8. Service-Learning Requirement Places Psychological Burden on Student

Part III: Faculty
ch. 9. Service-Learning Code of Ethics for Faculty
ch. 10. Faculty Responsibility to the Community Agency
ch. 11. Student Poses a Potential Risk in Service-Learning Placement
ch. 12. Academic Freedom and Service-Learning
ch. 13. Misuse of Results of Service-Learning Research Project

Part IV: Administrators
ch. 14. Service-Learning Code of Ethics for Administrators
ch. 15. University Policies and Faculty Implementation of Service-Learning
ch. 16. Administrator Commitment to Service-Learning
ch. 17. Treat All Constituents in a Manner Consistent With Ethical Principles
ch. 18. Allocation of Institutional Resources and Service-Learning Implementation

Part V: Assessment and Risk Management
ch. 19. Assessment of Service Learning Code of Ethics
ch. 20. Service-Learning and Risk Management

Appendix. Additional Dilemmas
Bibliography
Index

Additional Info:
In this fascinating collection of stories, leaders in service-learning describe their early efforts to combine education with social action. Their reflections help construct a pedagogy of service-learning to inspire newcomers and guide program development. The authors assess pioneering experiences and recommend future policy and practice, emphasizing the critical need to preserve an activist commitment as programs become increasingly institutionalized. This highly readable book will assist academic leaders, faculty members, student services professionals, educational researchers, adult educators, and public policymakers who seek a common understanding of the origins, purposes, and objectives of this vital learning initiative. (From the Publisher)

Table Of Content:
Foreword
Preface
The Authors

ch. 1 Helping a "New" Field Discover Its History
ch. 2 Early Connections Between Service and Education
ch. 3 Seeds of Commitment: Personal Accounts of the Pioneers
ch. 4 First Professional Steps: A Journey into Uncharted Territory
ch. 5 Which Side Were They On? The Pioneers Target Higher Education
ch. 6 Strategy and Practice: Empowering Students to Serve Communities
ch. 7 Strategy and Practice: Empowering Communities Through Student Service
ch. 8 Mainstream or Margins? The Dilemma of Institutionalization
ch. 9 Helps, Hindrances, and Accomplishments: Reflections on the Pioneer Experience
ch. 10 Passing the Torch: Advice to Today's Practitioners and Students

App. A Strands of Service-Learning
App. B An Organizational Journey to Service-Learning

References
Index

Additional Info:
This book seeks to increase our understanding of those informal circumstances in which people learn. Adult educators, Professor Foley argues, ought not to neglect the importance of the incidental learning which can take place when people become involved in voluntary organisations, social struggles and political activity. In developing this argument, he uses case studies from the USA, Australia and Third World countries and embracing very diverse political, environmental, women's, and workers' struggles. He shows how involvement in social action can help people to unlearn dominant, oppressive discourses and learn instead oppositional, liberatory ones. He relates these processes of informal learning in contested contexts to current thinking and practice in adult education and points the way to a more radical agenda. For adult educators, community workers and others working with socially engaged citizens, the insights and lessons of this book ought to be especially useful as they try to develop their own practice in such contexts. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction
ch. 2 Ideology, Discourse and Learning
ch. 3 Learning in a Green Campaign
ch. 4 The Neighbourhood House: Site of Struggle, Site of Learning
ch. 5 Adult Education and Capitalist Reorganisation
ch. 6 Learning in Brazilian Women's Organisations
ch. 7 Political Education in the Zimbabwe Liberation Struggle
ch. 8 Conclusion

Bibliography
Index

Additional Info:
Click Here for Book Review
Abstract: Reflecting on Service-Learning in Higher Education: Contemporary Issues and Perspectives examines forms of pedagogy such as service-learning, experiential learning, and problem-based learning in order to determine how students make connections between and among abstract academic concepts and real-life issues. This edited collection is divided into three sections—“Reflecting on Community Partnerships,” “Reflecting on Classroom Practice,” and “Reflecting on Diversity”—so as to represent interdisciplinary subjects, diverse student populations, and differing instructional perspectives about service-learning in higher education. Contributors provide service-learning programs and plans that can be replicated or adapted at other institutions of higher education. This book is recommended for scholars and practitioners of education. (From the Publisher)

Table Of Content:
Introduction (M.Gail Hickey)

Section I: Reflection on Community Partnerships
ch. 1 Implementing Reciprocity for Collaborative Community Partnership (Sherrie Steiner)
ch. 2 The Move to a More Pragmatic Democratic Civic Engagement: Universities of the Future (Joe D. Nichols)

Section II: Reflecting on Classroom Practice
ch. 3 Reflecting on Service-Learning Experiences: A Three-Stage Model (M. Gail Hickey)
ch. 4 “I Am Amazed by How Much I Have Changed”: Service-Learning’s Potential for Transformation (Donna Eder)
ch. 5 Learning from Failure: Service as a Tool for Teaching the Value of Failure (Ellen Szarleta)
ch. 6 Service-Learning in Dental Hygiene Education (Nancy Mann)
ch. 7 Service-Learning in the Professional Writing Skills Classroom: Marilyn Cooper’s “Ecology of Writing” in Action (Tanya Perkins)
ch. 8 CSD and Service-Learning: A Literacy Experience (Pam Britton Reese)
ch. 9 Document Dumpster-Diving: Students Learn and Teach about Local Museums (Jeremiah Clabough and Thomas N. Turner)
ch. 10 2012 Election Experiential Program (Robert A. Waterson and Mary E. Haas)
ch. 11 Carefully Reading the Texts We Assign: The Case for Service-Learning Instructors to Engage in Service (Nicole D. Schonemann)

Section III: Reflecting on Diversity
ch. 12 First-Hand Interactions with English Language Learners: Win-win Learning Opportunities for All (Hao Sun)
ch. 13 Utilizing Service-Learning to Confront Crime: Victimization among Refugees and other Non-English speaking Populations (Jospeter Mbuba)
ch. 14 Expanding Multicultural Understanding through Service-Learning: A Case Study (Sheena Choi and M. Gail Hickey)
ch. 15 Speak Out, Reach Out: Infusing Multiculturalism and Social Justice from College to Community (Jeneice L. A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor)
ch. 16 Service-Learning for Students in Transition (Sarah Jones)

Appendix A
Appendix B
Appendix C
Index
About the Contributors

Additional Info:
Praise for Partnerships for Service-Learning

"These case studies highlight the critical importance of reciprocity in campus-community partnerships. It is through the two-way interchange of knowledge and assets that service-learning achieves its democratic potential as a pedagogy with the power to transform education, campuses, and communities. The examples provided here offer rich and sophisticated models that will be invaluable for community as well as academic leaders committed to deepening the partnering process." — John Saltmarsh, professor of higher education administration and director, New England Resource Center for Higher Education, University of Massachusetts, Boston; and Edward Zlotkowski, professor of English, Bentley University

"This practical guide explores the power and pedagogy of K–12 school and university partnerships. This educational 'how-to' is a superior resource and must-read for every school and community leader across the country." — Arlene C. Ackerman, superintendent of schools, Philadelphia School District

"This is a rare book about partnerships. It provides testimony to the diversity of real-world problems that can be addressed though service-learning partnerships between K–12 and higher education. Required reading for future teachers, educators, and community leaders interested in building campus-community relationships that embrace collaboration and shared decision-making." — Ramon C. Cortines, superintendent of schools, Los Angeles Unified School District

"This is a terrific set of diverse yet complementary case studies illustrating the great potential of P–16 educational partnerships benefitting allparticipants. This book helps explain why service-learning works so well for so many schools, universities, and community-based organizations." — Shelley H. Billig, vice president, RMC Research Corporation?? (From the Publisher)

Table Of Content:
Foreword
Preface
About the Editors
About the Contributors

Part I: Service-Learning Partnerships in Community Contexts
ch. 1 The Student Coalition for Strengthening Communities: A Service-Learning Partnership Between P–12 Schools and a Preservice Teacher Education Program
ch. 2 Reflections on University-School Partnerships at Providence College’s Feinstein Institute for Public Service
ch. 3 Metropolitan State University: Connecting with Community Through a University-Public Library Partnership
ch. 4 Advancing Service-Learning Through Program Evaluation
ch. 5 Project ACtion for Equity: Service-Learning with a Gender Equity Focus on the U.S.-Mexico Border

Part II: Learning Processes and Outcomes of Service-Learning Partnerships
ch. 6 STEM Literacy, Civic Responsibility, and Future Vision: Examining the Effects of the Lawrence Math and Science Partnership
ch. 7. School-Based Service-Learning as Action Research
ch. 8. Experiencing Engineering While Helping Others: UMass Lowell’s Assistive Technology Design Fair
ch. 9 Program Theory: A Framework for Collaborative Measurement of Service-Learning Outcomes

Afterword
Index

Additional Info:
This volume, like its series companions, goes beyond simple "how-to" to discuss the implementation of service-learning within religious studies and what that discipline contributes to the pedagogy of service learning. The volume contains both theoretical and pedagogical essays by scholar-teachers in religious studies education, plus a resource guide. (From the Publisher)

Table Of Content:
Foreward (Raymond Brady Williams)
About This Series (Edward Zlotkowski)
Introduction (Richard Devine, Joseph A. Favazza, and F. Michael McLain)
Part I: Service-Learning and the Discipline of Religious Studies
ch. 1 Service-Learning and the Dilemma of Religious Studies: Descriptive or Normative? (Fred Glennon)
ch. 2 Creating the Engaged University: Service-Learning, Religious Studies, and Institutional Mission (Charles R. Strain)
Part II:Service-Learning and Its Communities
ch. 3 Making Meaning: Reflection on Community, Service, and Learning (Keith Morton)
ch. 4 On En/Countering the Other (Elizabeth M. Bounds, Barbara A.B. Patterson, and Tinna Pippin)
ch. 5 Service-Learning and Community Partnerships: Curricula of Mutuality (Peter M. Antoci and Sandra K. Smith Speck)
ch. 6 Expanding the Horizon of Engagement: Pioneering Work at the University of Denver (M. Elizabeth Blissman)
Part III Course Chapters
ch. 7 Toward an Assessment-Based Approach to Service-Learning Course Design (Thomas G. McGowan)
ch. 8 Service-Learning in an Introduction to Theology Course (Robert Masson)
ch. 9 "God and Human Suffering" as a Service -Learning Course (Chris Johnson)
ch. 10 "Religion and Social Engagement: Labor and Business Ethics" (John Leahy and Kim Bobo)
ch. 11 Making a Difference with Service-Learning: "Christian Ethis and Modern Problems" (Walter H. Schuman)
ch. 12 The Interweaving of "World Religions" and Service-Learning in a Community College Setting (Raj Ayyar)
ch. 13 The Role of Service-Learning in the Transformation of "Islam: Faith and Practice" (Jonathan Brumberg-Kraus)
ch. 14 "The History and Religion of Ancient Israel": An Introductory Course to the Hebrew Bible (Bradley D. Dudley)
ch. 15 "Fieldwork in the Jewish Community" (Terry Smith Hatkoff)
Print and Electronic Resource Guide
Contributors to this Volume

Additional Info:
This monograph examines what educational research reveals about five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences. The authors explore questions such as: What is the impact on students who participate in these practices? Is the impact the same for both traditional students and those who come from historically underserved student populations? The monograph includes a foreword by George D. Kuh, High-Impact Practices: Retrospective and Prospective, and recommendations for how to improve the quality of high-impact practices. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgements

ch. 1 First Year Seminars
ch. 2 Learning Communities
ch. 3 Service Learning
ch. 4 Undergraduate Research
ch. 5 Capstone Courses and Projects
ch. 6 Integrated Approaches
ch. 7 Discussion

Afterword
References
About the Authors

Additional Info:
Click Here for Book Review
Abstract: This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders.

Each chapter has been developed to be read and reviewed, in sequence, over the term of a service-learning course. Students in a semester course might read just one chapter each week, while those in a quarter-term course might need to read one to two chapters per week. The chapters are intentionally short, averaging 8 to 14 pages, so they do not interfere with other course content reading.

This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students.

This text is a student-friendly, self-directed guide to service-learning that:

• Develops the skills needed to succeed
• Clearly links service-learning to the learning goals of the course
• Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses
• Promotes independent and collaborative learning
• Equally suitable for courses of a few weeks’ or a few months’ duration
• Shows students how to assess progress and communicate end-results
• Written for students participating in service learning as a class, but also suitable for students working individually on a project. (From the Publisher)

Table Of Content:
Figures
Exercises
Acknowledgments
Preface
Introduction: Why a Book about Learning through Serving? (Christine M. Cress)

Part One: Understanding the Learning Through Serving Proposition
1. What is Service-Learning?(Christine M. Cress)
2. Building and Maintaining Community Partnership (Vicki L. Reitenauer, Amy Spring, Kevin Kecskes, Seanna M. Kerrigan, Christine M. Cress, and Peter J. Collier)
3. Becoming Community: Moving From I to We (Vicki L. Reitenauer)

Part Two: Learning the Landscape, Learning the Language
4. Groups Are Fun, Groups Are Not Fun: Teamwork for the Common Good (Peter J. Collier and Janelle D. Voegele)
5 Creating Cultural Connections: Navigating Difference, Investigating Power, Unpacking Privilege (Vicki L. Reitenauer, Christine M. Cress, and Janet Bennett)

Part Three: Facilitating Learning and Meaning - Making Inside and Outside the Classroom
6. Reflection in Action: The Learning–Doing Relationship (Peter J. Collier and Dilafruz R. Williams)
7. Mentoring: Relationship Building for Empowerment (Peter J. Collier)
Mentoring
8. Leadership and Service-Learning: Leveraging Change (Peter J. Collier)
9. Failure with the Best of Intensions: When Things Go Wrong (Janelle D. Voegele and Devorah Lieberman)
10. Expanding Horizons: New Views of Course Concepts (Christine M. Cress and Judy Patton)

Part Four: Assessing the Engagement Effort
11. Beyond a Grade: Are We Making a Difference? The Benefits and Challenges of Evaluating Learning and Serving (Sherril B. Gelmon, Susan Agre-Kippenhan, and Christine M. Cress)
12. Global and Immersive Service-Learning: What You Need to Know as You Go (Christine M. Cress, Stephanie T. Stokamer, Thomas J. Van Cleave, Chithra Edwin)
13. Start Anywhere, Follow It Everywhere: Agents of Change (Vicki Reitenauer)
14. Looking Back, Look Forward: Where Do You Go from Here? (Peter J. Collier and Vicki L. Reitenauer)

About the Authors
Index

Additional Info:
Service learning pedagogy often assumes a variety of forms when connected with classroom teaching. Through a creative use of service learning pedagogy, the author constructs learning designs that foster student engagement with course content and prompts interrelated connections between the subjects and their own service learning experiences. The author highlights the importance of setting a context for service learning through creating activities linked to learning goals, integrating service learning components with classroom teaching methods, and proactively engaging student apathy, resistance, and faith perspectives through specific assignments that combine experience, analysis, and subject matter. The course described in this essay directly contributed to the author's receiving the 2004 Fortress Press Award for Undergraduate Teaching.

Additional Info:
A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action?

This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses.

Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues.

Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary.

In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations.

The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions. (From the Publisher)

Table Of Content:
Foreword
Introduction

I. Democratic Dilemmas of Teaching Service-Learning
ch. 1 The Nature of Teaching and Learning Dilemmas: Democracy in the Making
ch. 2 Banning Books to Protect Children: Clashing Perspectives in Service-Learning
ch. 3 Solidarity, Not Charity: Issues of Privilege in Service-Learning

II. Designing Service-Learning Courses for Democratic Outcomes
ch. 4 Pedagogical and Epistemological Approaches to Service-Learning: Connecting Academic Content to Community Service
ch. 5 Student Objection to Service-Learning: A Teachable Moment About Political and Community Engagement
ch. 6 Practice Makes Imperfect: Service-Learning for Political Engagement as a Window into the Challenges of Political Organizing
ch. 7 Modeling Citizenship: The Nexus of Knowledge and Skill

III. Creating Democratic Learning Communities Within and Without
ch. 8 Consensus, Collaboration, and Community: Mutually Exclusive Ideals?
ch. 9 Cultivating Relationships Between a Grass Roots Organization and a University
ch. 10 Negotiating Student Expectations and Interpretations of Service-Learning
ch. 11 Service-Learning is Like Learning to Walk: Baby Steps to Cultural Competence

IV. Deconstructing Dilemmas for Democratically-Centered Learning
ch. 12 Conflict as a Constructive Curricular Strategy
ch. 13 Why Are You So Mad? Critical Multiculturalist Pedagogies and Mediating Racial Conflicts in Community-Based Learning
ch. 14 Working with High School Dropouts: Service-Learning Illustrations of Power and Privilege
ch. 15 Democratic Lessons in Faith, Service, and Sexuality

V. Academic Disciplines as Dimensions of Democracy
ch. 16 Disciplinary Knowledge, Service-Learning, and Citizenship
ch. 17 Why Should I Care? Introducing Service-Learning and Political Engagement to Computer Science Students
ch. 18 Political Science Students and the Disengaged Polis: Civic Education and Its Discontents
ch. 19 Health Psychology and Political Engagement: The Why and How
ch. 20 To Reform or To Empower: Asian American Studies and Education for Critical Consciousness

VI. Evaluating Democratic Process and Progress
ch. 21 Assessment of Expected and Unexpected Service-Learning Outcomes
ch. 22 Expecting the Political, Getting the Interview: How Students (Do Not) See Writing as a Political Act
ch. 23 Addressing Policy Dilemmas with Community-Based Research and Assessing Student Outcomes
ch. 24 Service-Learning for a Democratic Future

Contributors
Index

Additional Info:
This article explores the educational concept of experiential learning, particularly in terms of service learning and situated learning. It proposes an alternative definition of an academic learning community, namely the role of primary social relationships as God-given contexts for learning. It concludes with practical application of the enormous potential for accomplishment of educational objectives through situated learning.

Additional Info:
An example of what one large state university is doing to promote civic engagement and service learning among faculty and students, at Indiana University-Purdue University, Indianapolis.

Additional Info:
This volume, 16th in a series about service learning and the academic disciplines, focuses on the ways service learning adds immediacy and relevance to the study of history. The authors of this collection provide answers to why history and service learning should be connected, and they describe strategies to bring this about. (From the Publisher)

Table Of Content:
ch. 1 "Service-Learning as a Strategy for Advancing the Contemporary University and the Discipline of History"
ch. 2 "Service-Learning, Academically Based Community Service, and the Historic Mission of the American Urban Research University"
ch. 3 "Emerson's Prophecy"
ch. 4 "Service-Learning and History: Training the Metaphorical Mind"
ch. 5 "The Turnerian Frontier: A New Approach to the Study of the American Character"
ch. 6 "Reflections of a Historian Teaching a Service-Learning Course about Poverty and Homelessness in America"
ch. 7 "History as Public Work"
ch. 8 "Reclaiming the Historical Tradition of Service in the African American Community"
ch. 9 "Service-Learning as a Tool of Engagement: From Thomas Aquinas to Che Guevara"
ch. 10 "Serving and Learning in the Chilean Desert"
ch. 11 "Classical Studies and the Search for Community"
ch. 12 "The Unspoken Purposes of Service-Learning: Teaching the Holocaust"

Additional Info:
This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection focuses on the use of service learning as an approach to teaching and learning in philosophy. (From the Publisher)

Table Of Content:
Foreword

Part 1 "Service-Learning as a Mode of Philosophical Inquiry," focus on the epistemological and philosophical aspects of service-learning as a pedagogy: "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning" (Goodwin Liu); "Feminism, Postmodernism, and Service-Learning" (Irene E. Harvey); "Listening to the Evidence: Service Activity and Understanding Social Phenomena" (Hugh Lacey); "The Use of a Philosopher: Socrates and Myles Horton" (John Wallace); "Praxis-Informed Philosophy" (C. David Lisman); "Fluid Boundaries: Service-Learning and the Experience of Community" (Cathy Ludlum Foos); "Service-Learning, Citizenship, and the Philosophy of Law" (Stephen L. Esquith); and "Deepening Democratic Participation through Deweyan Pragmatism" (Judith M. Green).

Part 2 "Course Narratives,": "Service-Learning as a Vehicle for Teaching Philosophy" (Eugene J. Valentine); "Service-Learning in Perspectives on Poverty" (Carolyn H. Magid); "Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge" (Sally J. Scholz); "The Power of Service-Learning in Developing Critical-Thinking Skills" (Mary Esther Schnaubelt); and "Sojourning in the Art World: Service-Learning in Philosophy of Art" (Dan Lloyd). An afterword, "Philosophical Inquiry as Responsible Engagement" (William M. Sullivan), is included.

A 40-item annotated bibliography is appended. (All essays contain references.)

Additional Info:
"This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly structured into colleges and universities across the United States, and research suggests that they increase student engagement and persistence. Coupling learning communities and service learning provides contexts for learning and deepens students' learning experiences, but it requires adjustments to the organization, management, and planning of activities for the course."

Table Of Content:
Preface and Acknowledgments

ch. 1 Service-Learning in Learning Communities
ch. 2 Service-Learning and Civic Engagement
ch. 3 Service-Learning Basics
ch. 4 Assessment of Service-Learning
ch. 5 Portfolio Development
ch. 6 Portfolio Evaluation
ch. 7 Utilizing Case Studies to Link Theory to the Service-Learning Experience
ch. 8 Establishing and Maintaining Community Service-Learning Partners
ch. 9 Risk Management
ch. 10 What Works: Lessons Learned the hard Way
ch. 11 Leading Change on Campus

Appendix: Sample norms
1. Risk Assessment and Release
2. Partners Application
3. Letter of Understanding
4. Supervisor's Evaluation of Service Learner
5. Student Evaluation of Service-Learning
6. Service-Learning Faculty evaluation
7. Service-Learning Partners Agreement

Works Cited
About the Authors

Additional Info:
Augsburg College’s award-winning service-learning program. Brief statements on topics such as: what is Service Learning? Why and how do I use it in the classroom? Possible projects, resources, etc.

Additional Info:
Service-learning is an exciting pedagogy and field of study, offering insight into how academic study and community engagement blend to create social change. In its most traditional conceptualization, servicelearning activities typically manifest within communities where outside individuals address a need. Service learning is purported to have a transforming effect on individual student perspectives by providing students the opportunity to interact with people and enter into situations that allow students to test their predisposition towards others. However, the literature on the impact of service-learning on participants' acceptance of diversity and development of open-mindedness reports mixed outcomes.

The purpose of this book is to explore cultural tensions and dynamics within the field of service-learning. It is not meant to be an exhaustive review of the interplay between culture and service learning, but rather a starting point for an ongoing conversation about how this complex topic impacts the field. In 18 chapters, educators, students, and administrators investigate the cultural values of service-learning itself and the tensions created when this is at odds with the values of others within K-12 and higher education in the United States and abroad. Authors include community organization representatives, researchers, directors of offices of community engagement, university administrators, junior and senior faculty, and former service-learning undergraduate students. Submissions reflect a range of genres, including theoretical / conceptual pieces, position papers, case studies, and other traditional academic essays, challenging how students and community members are affected by the cultural tensions within service-learning engagement. (From the Publisher)

Table Of Content:
Foreword
Preface

Part I: Supportive Frameworks & Challenging Ideologies/Paradigms
ch. 1 Engaging Culture: Ethnography as a Model for Service-Learning Practice (S. Ashley Kiistler)
ch. 2 Moving beyond the dominant: Service-learning as a culturally relevant pedagogy (Jennifer Gilbride-Brown)
ch. 3 Challenging Privileged Paradigms through Service-learning: Exposing Dominant Ideology, Unlearning Deficit Thinking, and Debunking the Myth of Meritocracy (Annemarie Vaccaro)
ch. 4 Relational Knowledge Production and the Dynamics of Difference: Exploring Cross-cultural Tensions in Service-learning Through Narrative (Nicholas S. Mariner, Jessica Nina Lester, Katharine Sprecher & Allison Daniel Anders)

Part II: Novel Approaches, Notes Impacts & Noteworthy Lessons
ch. 5 Diversity and Service-Learning: Finding Common Ground through Social Justice and Mindfulness (Catherine Mobley)
ch. 6 Cultural Dynamics and Tensions within Service-learning in a Community Health Nursing Course (Ardith Sudduth, Evelyn Wills, & Jill Laroussini)
ch. 7 The Effects of Service-Learning on White College Students’ Racial Attitudes: Implications for Achieving Better Outcomes (Christopher G. Wetzel, Lucy A. Waechter Webb, Anita A. Davis, & Maureen E. Miller)
ch. 8 Teaching Lessons of the Holocaust through Service-Learning (Ruth T. Hannon & Joel P. Litvin.)
ch. 9 Teaching - A Job, A Lifestyle, A Story: Possibilities and Limitations of an Intergenerational Oral History Project (Kristi Richard Melancon)
ch. 10 A Preliminary Evaluation of Cultural-Based Service-Learning: Characteristics of Cultural- and Academic-Based Service-Learners (Lori Simons, Lawrence Fehr, Nancy Hirshinger-Blank, Elizabeth Williams, Cassandra Dry, Courtney Carlin, Lisa Marie Curran, Jennifer Gensler, Shanay Rowe, & LaToya Wright.)
ch. 11 Revitalizing the Land Grant Mission in the South: One University’s Path to Civic Engagement via Community Schools (Robert F. Kronick, Nissa Dahlin-Brown)
ch. 12 Service-Learning Pedagogy: A Method for Improving the Education of Latino Students in Charter Schools (Nicole S. Webster & Centrice Martin)

Part III: Successful & Missing Opportunities in Teacher & Counselor Education
ch. 13 Preservice Teachers Explore Pedagogy & Service-Learning in a Place Called New Orleans East: Assumptions, Tensions and Innovation in a Post-Katrina Charter School (Margaret-Mary Sulentic Dowell.)
ch. 14 “Service is the rent we pay”: A tale of how three teacher educators studied our own practice through engaging pre-service teachers in a multicultural service-learning experience (Kristal T. Moore Clemons, Heather Coffey, & Sara B. Ewell)
ch. 15 Exploring Cultural Dynamics of Self-Other Relations: University Faculty and Students Engage in Service-Learning with Refugees (Antonina Lukenchuk & Erika Barber)
ch. 16 Gay, Lesbian, and Bisexual Issues in Counselor Education: The Potential of Service-Learning in the Development of Sensitive and Competent Mental Health Professionals (Trae Stewart & Ximena Mejia.)

Part IV: Global Considerations & Local ImplicationsL
ch. 17 Intercultural Conflicts Within International Service-Learning: Reflections on Barbados (Norma Gaines-Hanks & Nyasha Grayman-Simpson)
ch. 18 Whose project is it anyway? The case of Waste for Life, Argentina (Caroline Baillie, Eric Feinblatt, & Jens Kabo)

About the Editors
About the Contributing Authors

Additional Info:
The Serve Program at Ignatius University combines academic study of theology with a year-long community service project focused on combating poverty. An analysis of the Serve Program during the 2008-09 academic year revealed that participating students demonstrated a significant increase in their interest in theology; a greater desire to enroll in theology coursework; and a deeper interest in theology than classmates not participating in the service-learning program. Interviews with Serve participants revealed that their exposure to poverty and inequality through their service placements led them to read the program’s assigned theological texts with a particular focus on the authors’ messages about individual and social responsibility for struggling fellow citizens.

Additional Info:

Additional Info:
Click Here for Book Review
At this time of a renewed call for colleges and universities to create campus cultures that support and develop students’ understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on--and deepens understanding of--teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals.

The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars. (From the Publisher)

Table Of Content:
PART ONE: SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 1 Introduction to Research on Service Learning and Student Civic Outcomes (Julie A. Hatcher, Robert G. Bringle, and Thomas W. Hahn)
ch. 2 Civic Outcomes in Higher Education (Kevin M. Hemer and Robert D. Reason)
ch. 3 Civic Learning in Higher Education (Patti H. Clayton and Stephanie Stokamer)

PART TWO: THEORETICAL FRAMEWORKS FOR RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 4 Social Psychology and Civic Outcomes (Robert G. Bringle)
ch. 5 Political Theory and Civic Outcomes (Steven G. Jones)
ch. 6 Educational Theory and Civic Outcomes (Marcia Baxter-Magolda and Lisa Boes)
ch. 7 Philanthropic Studies and Civic Outcomes (Julie A. Hatcher)
ch. 8 Well-being and Civic Outcomes (Claire Berezowitz, Alisa Pykett, Victoria Faust, and Connie Flanagan)
ch. 9 Critical Theories and Civic Outcomes (Tania D. Mitchell and Colleen Rost-Banik)
ch. 10 Boundary Zone Perspectives and Civic Outcomes (Janice McMillan)

PART THREE: CONDUCTING RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 11 Quantitative Research on Service Learning and Civic Outcomes (Dan Richard)
ch. 12 Qualitative Research on Service Learning and Civic Outcomes (Susan R. Jones and Zak Foste)
ch. 13 Cross- institutional Research on Civic Outcomes (Emily M. Janke and Jennifer M. Domagal-Goldman)
ch. 14 Longitudinal Research on Civic Outcomes (Patrick L. Hill, Kira Pasquesi, Nicholas A. Bowman, and Jay W. Brandenberger)
ch. 15 Documenting and Gathering Authentic Evidence of Civic Outcomes (Ashley Finley and Terrel Rhodes)
ch. 16 Enhancing Research on Civic Outcomes Using Local and National Data Sets (Steven S. Graunke and Michele J. Hansen)

Additional Info:
A case of community-based service learning in the School of Theology at the University of Natal, Pietermaritzburg, South Africa is analyzed for what it means to teach biblical studies in an African context where biblical scholarship is partially constituted by ordinary African readers of the Bible and where context is a central pedagogical concept. Reflecting on a series of experiments over the past ten years in two second-year University level modules, the article analyzes the contours of a partnership between the academy and local communities of the poor, working-class, and marginalized through community-based service learning. This partnership provides a form of contextualization that enables students to integrate the forms of engagement with the Bible they bring to their formal theological studies and the forms of critical distance that characterize the discipline of biblical studies.

Additional Info:
This volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.

To stimulate the adaptation of the approaches described in these books, each volume includes an Activity / Methodology table that summarizes key elements of each example, such as class size, pedagogy, and other disciplinary applications. Click here for the table to this title. (From the Publisher)

Table Of Content:
Foreword
About This Series
Introduction
Activity/Methodology Table
List of Contributors

Section I: Foundations of Service Learning and Social Justice
ch. 1 Advancing Service Learning as a Transformative Method for Social Justice Work (Robert Stanley Oden, Thomas Amar Casey)
ch. 2 Stimulating Social Justice Theory for Service Learning Practice (David Schulz)
ch. 3 Reflections on Service Learning as a Pedagogical Strategy in Composition Christine Popok)

Section II: The Day Labor Project
ch. 4 Linking Critical Democratic Pedagogy, Multiculturalism, and Service Learning to a Project-Based Approach (Jose Z. Calderon, Gilbert Cadena)
ch. 5 Designing a Safety Program for Day Laborers (Edward V. Clancy)
ch. 6 Community-Based Scholarship: Nutrition Students Learn Spanish in the Classroom and at the City of Pomona Day Labor Center (Susan Algert)

Section III: Social Policy and Homelessness
ch. 7 Social Justice and Public Policy (Roberta Ann Johnson, Robert C. Chope)
ch. 8 Social Responsibility by Design: Interior Design, Graphic Design and Photography Students’ Close Encounter with Homelessness (Jill Pable)
ch. 9 Providing Human Services with a Social Justice Perspective (Robert C. Chope, Rebecca L. Toporek)

Section IV: International Project
ch. 10 Service Learning in the World Community: Video Production in South America (Betsy J. Blosser)

Section V: Culture and Equity
ch. 11 Creating Social Justice in the Classroom: Preparing Students for Diversity through Service-Learning (Tasha Souza)
ch. 12 Social Justice and Community Service Learning in Chicano/Latino/Raza Studies (Velia Garcia)
ch. 13 Reclaiming a Forgotten Past: The San Fernando Valley Japanese American Oral History and Photograph Collection Project (Edith Wen-Chu)
ch. 14 Cultural Issues in American Indian Education

Additional Info:
This companion volume to the Michigan Journal of Community Service Learning clarifies the conceptualization of academic service-learning (and how it is different from other community-based pedagogical models), establishes clear criteria to determine bona fide service-learning courses, and provides a resource that walks an instructor through the process of designing and developing a service-learning course. Rich with planning worksheets, this workbook is a must-have resource for faculty and those responsible for faculty development. (From the Publisher)

Table Of Content:
Introduction
A Growing Problem
Purpose of this Workbook
Using this Workbook
Section 1: Clarifying the Conceptualization
Section 2: Foundational Resources
Section 3: Relevant and Meaningful Service with the Community
Section 4: Enhanced Academic Learning
Section 5: Purposeful Civic Learning
Section 6: Final Thoughts
Section 7: Companion Resources

Additional Info:
Video. Several extended video presentations, from the Merlot Elixer Initiative, analyzying best practices as faculty implement community service learning projects in their courses (however, NOT in religion or theology).

Additional Info:
Click Here for Book Review
Abstract: Randy Stoecker has been "practicing" forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, "Practice does not make perfect." In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work.

Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By "liberating" service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.

Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges—and hopefully will change—our thinking about higher education community engagement. (From the Publisher)

Table Of Content:
Prelude: Confessions and Acknowledgments

I The Problem and Its Context

ch. 1 Why I Worry

ch. 2 A Brief Counterintuitive History of Service Learning

ch. 3 Theories (Conscious and Unconscious) of Institutionalized Service Learning
Interlude

II Institutionalized Service Learning

ch. 4 What Is Institutionalized Service Learning's Theory of Learning?

ch. 5 What Is Institutionalized Service Learning's Theory of Service?

ch. 6 What Is Institutionalized Service Learning's Theory of Community?

ch. 7 What Is Institutionalized Service Learning's Theory of Change?

III Liberating Service Learning

ch. 8 Toward a Liberating Theory of Change

ch. 9 Toward a Liberating Theory of Community

ch .10 Toward a Liberating Theory of Service

ch. 11 Toward a Liberating Theory of Learning

ch. 12 Toward a Liberated World?

Postlude
References

Index

Additional Info:
The Complete Guide to Service Learning is the go-to resource in the fast-growing field of service learning. It is an award-winning treasury of service activities, community service project ideas, quotes, reflections, and resources that can help teachers and youth workers engage young hearts and minds in reaching out and giving back. Author, and internationally known service learning expert, Cathryn Berger Kaye presents service learning—its importance, steps, essential elements, and challenges—within a curricular context and organized by theme. This new revised and updated second edition maintains the easy-to-use format of the original and is enhanced to reflect the most up-to-date information on service learning programs and pedagogy.

Benefits include:

• A blueprint for service learning, from getting started to assessing the experience
• Integration of K–12 service learning standards new!
• Inspiring quotations, background information and resources, preparation activities, real-life examples and community service project ideas that have worked for other teachers
• 13 thematic chapters (including 2 new themes) covering topics commonly selected for service learning projects:
• AIDS Education and Awareness
• Animal Protection and Care
• Elders
• Emergency Readiness new!
• The Environment
• Gardening
• Healthy Lives, Healthy Choices new!
• Hunger, Homelessness, and Poverty
• Immigrants
• Literacy
• Safe and Strong Communities
• Social Change: Issues and Action
• Special Needs and Disabilities
• Hundreds of real-life field-tested service learning projects, including dozens of new projects
• Ideas for fortifying service learning programs by incorporating global literacy and creating a culture of service new!
• A CD-ROM with over 200 pages of forms and bonus materials including:
• All of the planning and tracking forms from the book, many customizable 
• 39 sample planning templates for all service learning themes at each grade level
• 10 original essays written by experts in the field
• More than 300 additional book recommendations
• 22 author interviews, including new interviews with authors Laurie David, Allan Stratton, Cynthia Lord, Jordan Sonnenblick, Tony Johnston, Kathe Koja, Danica Novgorodoff, Dana Reinhardt, Janet Tashjian, Deborah Ellis, Sonia Levitin, Ellen Senisi, and more!

“Bookshelf” sections describe hundreds of books that offer teachable moments about community service, responsibility, caring, and helping, as well as ways to encourage discussion and make the lesson last. Each of the more than 300 annotated book listings helps combine literature and service learning. (From the Publisher)

Table Of Content:
List of Reproducibles
CD-ROM Contents
Foreword
A Word from the Author
About This Second Edition
Introduction

Part One - The Service Learning Handbook
ch. 1 What is Service Learning?
A Definition of Service Learning
Before You Start: Frequently Asked Questions
What Makes Service Learning Successful?
The Process of Service Learning: The Big Picture
An Example of Putting It All Together: Service Learning Meets the Canned Food 21 Drive
What Next?

ch. 2 A Blueprint for Service Learning
Getting Started: A Blueprint
Beyond the Basics: Advancing Your Service Learning Practice
Going Global
Curve Balls and Stumbling Blocks in Service Learning

ch. 3 The Theme Chapters and the Service Learning Bookshelf
Getting Oriented: About the Thematic Chapters
About the Service Learning Bookshelf
What's on the Shelf? Features of the Service Learning Bookshelf
Using the Service Learning Bookshelf

Part Two - Service Learning Themes
ch. 4 AIDS Education and Awareness
Preparation: Getting Ready for Service Learning Involving AIDS Education and Awareness
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The AIDS Education and Awareness Bookshelf

ch. 5 Animal Protection and Care
Preparation: Getting Ready for Service Learning Involving Animal Protection and Care
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Animal Protection and Care Bookshelf

ch. 6 Elders
Preparation: Getting Ready for Service Learning Involving Elders
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Elders Bookshelf

ch. 7 Emergency Readiness
Preparation: Getting Ready for Service Learning Involving Emergency Readiness
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Emergency Readiness Bookshelf

ch. 8 The Environment
Preparation: Getting Ready for Service Learning Involving the Environment
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Environment Bookshelf

ch. 9 Gardening
Preparation: Getting Ready for Service Learning Involving Gardening
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Garden Bookshelf

ch. 10 Healthy Lives, Healthy Choices
Preparation: Getting Ready for Service Learning Involving Healthy Lives, Healthy Choices
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Healthy Lives, Healthy Choice Bookshelf

ch. 11 Hunger, Homelessness, and Poverty
Preparation: Getting Ready for Service Learning Involving Hunger, Homelessness, and Poverty
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Hunger, Homelessness, and Poverty Bookshelf

ch. 12 Immigrants
Preparation: Getting Ready for Service Learning Involving Immigrants
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Immigrants Bookshelf

ch. 13 Literacy
Preparation: Getting Ready for Service Learning Involving Literacy
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Literacy Bookshelf

ch. 14 Safe and Strong Communities
Preparation: Getting Ready for Service Learning Involving Safe and Strong Communities
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Safe and Strong Communities Bookshelf

ch. 15 Social Change: Issues and Action
Preparation: Getting Ready for Service Learning Involving Social Change: Issues and Action
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Social Change: Issues and Action Bookshelf

ch. 16 Special Needs and Disabilities
Preparation: Getting Ready for Service Learning Involving Special Needs and Disabilities
Making Connections Across the Curriculum
Service Learning Scenarios: Ideas for Action
The Special Needs and Disabilities Bookshelf

Part Three - A Culture of Service
ch. 17 Creating a Culture of Service
Why a Culture of Service Learning?
Growing Service Learning at Your School

An Author's Reflection
Resources
Index
About the Author

Additional Info:
In Safe Hands describes the evolution of voluntary service learning for teachers in the developing world. Hope One World (HOW), a charity of Liverpool Hope University, has provided needs-based service education for teachers in SOS schools in Africa, India and Sri Lanka for 20 years.

The book is both uplifting and practical. Written by staff and students who took part in projects, it describes the inception of the charity and how it has developed. Each chapter starts with a pen portrait of a person who played a key role in a project, then discusses common issues such as: the collaborative development with Liverpool Hope staff of courses by the overseas teachers for their own staff; the opportunity for students to live in a safe environment for a month with the children and staff in schools in Africa, India or Sri Lanka and have a structured experience of work placement; accountability to the main funding agency; and HOW's passionate engagement with issues of social justice.

Co-published by Trentham with Hope One World, winner of the Queen's Anniversary Award for service learning. (From the Publisher)

Table Of Content:
Prologue Keith Paterson
Introduction Phil Bamber

Part 1 Social justice in context
ch. 1 Education to service rapid economic growth in India: a discussion of education in a teacher training college in Bangalore (Jean Clarkson)
ch. 2 Exploring African teachers' aspirations and the relevance of in-service workshops (Les Hankin)
ch. 3 South Africa - Inclusive education (Nasima Hassan)

Part 2 Partnership (models of delivery)
ch. 4 Creative project development - An Early Year's case study (Sri Lanka, Naomi McLeod and Wendy Bignold)
ch. 5 Design intervention: Curricular supplementation, public art making, co-operative income generation and cultural exchange (Richard Hooper)
ch. 6 The evolving role of British students working in an Indian school in Bhimtal (Lynda Richardson, Sue Cronin)
ch. 7 Putting HIV where it should be - in the curriculum, Lorna Bourke (Alice Bennett)

Part 3 Learning
ch. 8 Preparation for the projects and dissemination of work, Mary Stevenson (Barry Grantham)
ch. 9 Teaching on top of the world: The purpose of education in a Tibetan Children's Village (Jean Clarkson)
ch. 10 Personal accounts (Liz MacGarvey, Tony Edwards)
ch. 11 How to think for a change (Phil Bamber)

Epilogue: Queen's Anniversary prize (Jean Clarkson)
Bibliography
Index

Additional Info:
Argues that service learning pedagogy can make the course subject matter more relevant to the student, thus increasing student learning.

Additional Info:
Executive Summary of a study by the Higher Education Research institute (UCLA) to explore the comparative effects of service learning on the cognitive and affective development of undergraduates.

Additional Info:
College and university teachers who struggle to connect instruction with students' real world experiences have found much of value in service learning. This volume of New Directions for Teaching and Learning presents an academic conception of service learning, described as a pedagogical model that intentionally integrates academic learning and relevant community service.

Contributors provide a conceptual structure for academic service learning, describe successful programs, and discuss issues that faculty and administrators must consider as they incorporate service into courses and curricula. This is the 73rd issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

Table Of Content:
ch. 1. Academic Service Learning: Its Meaning and Relevance(Kathleen Maas Weigert)
ch. 2. De-Platonizing and Democratizing Education as the Bases of Service Learning(Ira Harkavy, Lee Benson)
ch. 3. Academic Service Learning: A Counterproductive Pedagogy(Jeffrey P. F. Howard)
ch. 4. A Pedagogy for Citizenship: Service Learning and Democratic Education(Meta MAndel-Reyes)
ch. 5. Critical Multiculturalism and Service Learning(Robert A. Rhoads)
ch. 6. Reading, Writing, and Reflection(David D. Cooper)
ch. 7. Participatory Action Research as Service Learning(Kenneth M. Reardon)
ch. 8. A Service Learning Research AgAnda for the Next Five Years(Dwight E. Giles, Jr., Janet Eyler)
ch. 9. Addressing Academic Culture: Service Learning, Organizations, and Faculty Work(Kelly Ward)
ch. 10. A Service Learning Approach to Faculty Development(Edward Zlotkowski)
ch. 11. Resources for Research and Practice in Service Learning(D. Scott Dixon)